This production plan is designed to help the reader/viewer visualize your project before you create it. Use the questions below to help you plan in ways that align aspects of critical thinking with broad categories of inquiry focusing on authors, audiences, messages, language, values, and representation.
Who are the members of your authorship team?
Charlie Blanchette and Sharon Lux
What is your purpose? (e.g., informative, entertaining, persuasive)
teach students how to research effectively, evaluate what they find, and communicate their answer an essential question. Who is your specific target audience? (e.g., teenagers, adults, certain occupation)
Middle School (7/8) What genre or form of message do you wish to share with others? (e.g. blog, tweet, novel, webpage) Teachers will use screencasts of our thinking process as we choose appropriate resources.
Students will do a reflective piece using screencast-o-matic or another video format. They will present their findings on the hot topic with the medium of their choice: iMovie, Glogster, Storify, Animoto. What is the key content of your message?
Students as discriminating consumers and users of information
What values will be communicated through image, language, and sound?
perspective, point of view, more than one story, bias
What creative techniques will you use to attract and hold audience attention?
appropriate digital technologies
Drafting Your Digital Literacy Instructional Plan
YOUR NAMES: Charlie Blanchette and Sharon Lux
Charlie-Screencast Reflection
Learners: 7th grade social studies Self: Library Media Specialist and Social Studies Teacher Context: 3 week unit/ class meets 5x per week Community: suburban community, mix of abilities PURPOSE (Learning Objectives)
Teach students to find, curate, analyze, and synthesize conflicting information on a hot topic.
Empower students through 1) choice of topic and partner, 2) choice of vehicle for sharing information using new digital tools.
Standards
Standards: R.I. Grade Span Expectations - Social Studies - Civics & Government C & G 4 (7-8) - Students Participate in a Civil Society by… 3d - Utilizing a variety of reliable sources to develop an informed opinion. What is a "reliable" source? C&G 5 (7-8)- Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
2b - Considering competing interests on issues that benefit some people and cause other people to suffer. How are some issues (social, technological, geographical, economical, cultural) beneficial to some people and harmful to others? G 2(7-8) – Students understand different perspectives that individuals/groups have by… 3a - Analyzing and explaining how geography influences cultural perspectives and experiences and shapes how people view and respond to problems differently (e.g., urban vs.rural). http://www.corestandards.org/ELA-Literacy/RH/6-8 CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS 5:7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. TASK/ACTIVITY (includes compelling question and possible scenario): Teacher/Librarian - Students will be provided an Agree/Disagree graphic organizer. The teacher will model the Inquiry-based research process by introducing a prompt typical of statements heard or read in the media.
Statement: "The United States is the world's worst polluter."
Students are asked to take a position based on their prior knowledge or what they feel is the right answer.
Teacher will then de-construct the statement's facts from supposition.
Facts: The USA exists as a sovereign nation with borders, government, etc. The USA does pollute.
But, we have to pose critical, clarifying questions: What type of pollution? Over what period of time? What countries is the USA being compared to?
Students- In groups (2 or 3), students will choose a controversial environmental topic (prompt from handout), Agree or disagree with the statement, research it online using websites and specific databases, select two opposing viewpoint websites or articles, and analyze, evaluate, and synthesize the conflicting information, having first read widely on their topic and chosen their own position on the validity of the statement. (agree/disagree chart)
Students will create a screencast of their thinking process--1) how they selected a particular website, or 2) how they evaluated a resource using the 5Ws and 1H, or 3) why they chose a particular resource (website or online article).
Students will maintain an annotated bibliography of their resources (using Noodletools, EasyBib, or Landmark Citation Machine).
Students will create a digital product with which to share their findings with an authentic audience. The audience will provide warm and cool feedback. (These products will be used in the future to model exemplary work.) CONTENT Topics:
Geographic Literacy/Inquiry The following are examples of statements heard or read in the media. Read each one then check off whether you Agree or Disagree with the statement. Applying the 5 Geographic Skills, research and analyze any (3) statements citing a minimum of (3) sources to validate or disprove your original opinion for each.
The USA is the world’s greatest polluter.
Renewable energy is good for the planet, good for everyone,
Global Warming is caused by man’s dependence on fossil fuels.
An area the size of Massachusetts is destroyed in the Amazon rainforest every day.
Hunting animals must be stopped.
A ban on assault weapons will reduce violence and homicides.
Native peoples have the right to live according to their ancestral customs.
PEDAGOGY Instructional Strategies: Model a search of the web (Google Scholar,advanced search, scanning results for significant keywords), selecting one result to examine in detail currency, accuracy, quality, relevance, etc.
Discussion
UBD model: Understanding by Design - What must students know and be able to do using digital tools to research, analyze, report, and reflect effectively as consumers of geographic information?
After initially agreeing or disagreeing with one of the Geographic Inquiry Statements above, Students must then ask/develop formative questions to ascertain the validity of the statement, any misinformation, exaggerations, etc. What are the facts? What doesn't this statement tell us? Who is/are the authors? Are they qualified/what is their expertise on this subject? Do they have an agenda (political, donations, investment, ax to grind, etc.)? How "fresh" is this information? Do other stakeholders have the same or dissenting opinions? Why?
Research the statement by qualifying the information presented? For example: Do all people define "renewable energy" the same way? Yes, the USA pollutes, but who are we measuring the USA against? What kind of pollution? Over what period of time? Per capita pollution or per cent to GDP?, or total volume? These qualifying questions provide clarity and enable the students to focus their research query. Using a variety of quality websites and sources, students analyze and cite specific examples of text, visual, or video evidence that corroborates, or contradicts the statement, thereby supporting their original opinion (agree/disagree) or forcing them to further question the statements accuracy, fine tune their query, or change their original position.
Tools:
google docs (sharing docs) google sites (class space)
screencasts (capture thinking process) noodletools (bibliography/note-taking/outlining software)
vehicles for student sharing:
Storify
Animoto
screencast
video (iMovie, Moviemaker, etc)
Storybird
Infogr.am
ASSESSMENT
Work Products (What are your work products and how will you measure the quality of each product)?
1) Students will research a prompt that requires them to Agree or Disagree with the statement. They will then use the PBI method as modeled by the teacher and media specialist to research the topic on multiple websites. They will highlight and cite specific evidence that either corroborates their initial position or disproves it.
2) The student will then use Jing or Screencast to walk through the inquiry process, present their findings, and reflect on their inquiry process as they navigate the varied websites.
Pre-Production Plan Template--Sharon and Charlie
Charlie-Screencast Reflection.zip
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This production plan is designed to help the reader/viewer visualize your project before you create it. Use the questions below to help you plan in ways that align aspects of critical thinking with broad categories of inquiry focusing on authors, audiences, messages, language, values, and representation.
Who are the members of your authorship team?
Charlie Blanchette and Sharon LuxWhat is your purpose? (e.g., informative, entertaining, persuasive)
teach students how to research effectively, evaluate what they find, and communicate their answer an essential question.Who is your specific target audience? (e.g., teenagers, adults, certain occupation)
Middle
School
(7/8)
What genre or form of message do you wish to share with others? (e.g. blog, tweet, novel, webpage) Teachers will use screencasts of our thinking process as we choose appropriate resources.
Students will do a reflective piece using screencast-o-matic or another video format. They will present their findings on the hot topic with the medium of their choice: iMovie, Glogster, Storify, Animoto.
What is the key content of your message?
Students as discriminating consumers and users of information
What values will be communicated through image, language, and sound?
perspective, point of view, more than one story, biasWhat creative techniques will you use to attract and hold audience attention?
appropriate digital technologiesDrafting Your Digital Literacy Instructional Plan
YOUR NAMES:
Charlie Blanchette and Sharon Lux
Charlie-Screencast Reflection
Learners: 7th grade social studies
Self: Library Media Specialist and Social Studies
Teacher
Context: 3 week unit/ class meets 5x per week
Community: suburban community, mix of abilities
PURPOSE
(Learning Objectives)
Teach students to find, curate, analyze, and synthesize conflicting information on a hot topic.
Empower students through 1) choice of topic and partner, 2) choice of vehicle for sharing information using new digital tools.
Standards
Standards:
R.I. Grade Span Expectations - Social Studies - Civics & Government
C & G 4 (7-8) - Students Participate in a Civil Society by…
3d - Utilizing a variety of reliable sources to develop an informed opinion. What is a "reliable"
source?
C&G 5 (7-8)- Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
2b - Considering competing interests on issues that benefit some people and cause other people to suffer. How are some issues (social, technological, geographical, economical, cultural) beneficial to some people and harmful to others?
G 2 (7-8) – Students understand different perspectives that individuals/groups have by…
3a - Analyzing and explaining how geography influences cultural perspectives and experiences and shapes how people view and respond to problems differently (e.g., urban vs.rural).
http://www.corestandards.org/ELA-Literacy/RH/6-8
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS 5:7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
TASK/ACTIVITY (includes compelling question and possible scenario):
Teacher/Librarian - Students will be provided an Agree/Disagree graphic organizer. The teacher will model the Inquiry-based research process by introducing a prompt typical of statements heard or read in the media.
Statement: "The United States is the world's worst polluter."
- Students are asked to take a position based on their prior knowledge or what they feel is the right answer.
- Teacher will then de-construct the statement's facts from supposition.
- Facts: The USA exists as a sovereign nation with borders, government, etc. The USA does pollute.
- But, we have to pose critical, clarifying questions: What type of pollution? Over what period of time? What countries is the USA being compared to?
Students- In groups (2 or 3), students will choose a controversial environmental topic (prompt from handout), Agree or disagree with the statement, research it online using websites and specific databases, select two opposing viewpoint websites or articles, and analyze, evaluate, and synthesize the conflicting information, having first read widely on their topic and chosen their own position on the validity of the statement. (agree/disagree chart)Students will create a screencast of their thinking process--1) how they selected a particular website, or 2) how they evaluated a resource using the 5Ws and 1H, or 3) why they chose a particular resource (website or online article).
Students will maintain an annotated bibliography of their resources (using Noodletools, EasyBib, or Landmark Citation Machine).
Students will create a digital product with which to share their findings with an authentic audience. The audience will provide warm and cool feedback. (These products will be used in the future to model exemplary work.)
CONTENT
Topics:
- Agree/Disagree Chart - Graphic Organizer
- Geographic Literacy/Inquiry
- The USA is the world’s greatest polluter.
- Renewable energy is good for the planet, good for everyone,
- Global Warming is caused by man’s dependence on fossil fuels.
- An area the size of Massachusetts is destroyed in the Amazon rainforest every day.
- Hunting animals must be stopped.
- A ban on assault weapons will reduce violence and homicides.
- Native peoples have the right to live according to their ancestral customs.
- Recycling is always a good thing.
- The USA is the murder capital of the world.
- Machines make our lives better.
Texts:The following are examples of statements heard or read in the media. Read each one then check off whether you Agree or Disagree with the statement. Applying the 5 Geographic Skills, research and analyze any (3) statements citing a minimum of (3) sources to validate or disprove your original opinion for each.
http://library.fayschool.org/Pages/essential_question_worksheet.pdf
http://www.nationmaster.com/index.php
http://www.nationalgeographic.com/
https://www.cia.gov/library/publications/the-world-factbook/
https://sites.google.com/site/tiponlinethinkaloudlessons/lesson1-think-aloud
http://www.noaa.gov/
PEDAGOGY
Instructional Strategies:
Model a search of the web (Google Scholar,advanced search, scanning results for significant keywords), selecting one result to examine in detail currency, accuracy, quality, relevance, etc.
Discussion
UBD model:
Understanding by Design - What must students know and be able to do using digital tools to research, analyze, report, and reflect effectively as consumers of geographic information?
Thinking Aloud
Thinking Aloud 2
Tools:
google docs (sharing docs)
google sites (class space)
screencasts (capture thinking process)
noodletools (bibliography/note-taking/outlining software)
vehicles for student sharing:
Storify
Animoto
screencast
video (iMovie, Moviemaker, etc)
Storybird
Infogr.am
ASSESSMENT
Work Products (What are your work products and how will you measure the quality of each product)?
1) Students will research a prompt that requires them to Agree or Disagree with the statement. They will then use the PBI method as modeled by the teacher and
media specialist to research the topic on multiple websites. They will highlight and cite specific evidence that either corroborates their initial position or disproves it.
2) The student will then use Jing or Screencast to walk through the inquiry process, present their findings, and reflect on their inquiry process as they navigate the varied websites.
Sharon's screencast of teacher think-aloud:
http://screencast.com/t/c72BXVfFAA
Charlie's screencast of student think-aloud:
http://screencast.com/t/f94L2DT9R7
http://www.corestandards.org/ELA-Literacy/RH/6-8
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
http://www.nationmaster.com/index.php
http://www.nationalgeographic.com/
https://www.cia.gov/library/publications/the-world-factbook/